ABSTRACT This case study documents how an academic team of mathematicians engaged in collective communication design work (CCDW) in order to improve how they communicated a process innovation to student stakeholders. The study, supported by interviews and observations, explains how team members worked together to develop structural and verbal strategies for sensebreaking student stakeholders’ preconceived notions about how college-level math should be taught and learned. Findings identified two micro-skills, which were especially useful for CCDW on verbal communication: The ephemeral and situated nature of verbal communication means that communication innovations have to be recounted to the team – labeled backstage recounted piloting – and then later personalized by team members in their own spontaneous and ongoing flow of talk – labeled frontstage personalized mimicry.

中文翻译：

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集体传播设计工作的微观技巧：破译信息学术团队的发展

摘要 本案例研究记录了一个数学家学术团队如何参与集体交流设计工作 (CCDW)，以改进他们如何与学生利益相关者交流过程创新。该研究得到了访谈和观察的支持，解释了团队成员如何合作制定结构和语言策略，以打破学生利益相关者关于如何教授和学习大学水平数学的先入为主的观念。调查结果确定了两项微技能，它们对 CCDW 在口头交流方面特别有用：